This study investigated the relationship between parental presence on social media and the stability of students' academic identity, with family communication patterns serving as a mediator. A quantitative survey method was employed. The statistical population consisted of all female lower secondary students in Sanandaj; one school was selected via cluster random sampling, resulting in 157 participants. Research instruments included the Social Media Presence Questionnaire (Kim et al., 2016), the Academic Identity Scale (Tight, 2008), and the Family Communication Patterns Instrument (Ritchie & Fitzpatrick, 1990). Data were analyzed using SPSS software. Results indicated that parental social media presence significantly affects students' academic identity stability. Furthermore, family communication patterns not only directly influenced identity stability but also played a significant mediating role. Positive parental social media engagement fosters psychological and social peace and academic adjustment. Ultimately, the impact of parental social media use on academic identity depends heavily on the nature of that use. It is recommended that parents engage with social media mindfully to provide the necessary support for their children's academic growth.